Critical Essay

Critical Essay A critical essay is a kind of writing that requires its author to explore the strong and weak sides within a given subject. Many students mistakenly think that critical essay writing is a task where they need to criticize a given subject (novel, poem, piece of art etc). In the meantime, criticizing the subject is not entirely the purpose of this essay type. As a matter of fact, you can write a critical essay that entirely supports and praises the subject of analysis. But this is not the purpose of this essay either – the true  goal of the critical essay is an objective analysis of the subject and exposure of its strong and weak sides. What is a Critical Essay? A critical essay is a kind of writing that requires its author to explore the strong and weak sides within a given subject. This type of essay retains all the formal features of a classical 5 paragraph essay and consists of an introduction, several body paragraphs, and a conclusion. CRITICAL ANALYSIS WRITING The introduction should contain a thesis statement as well as catch the readers’ attention and provide some background on the problem. Body paragraphs expand ideas expressed in the introduction and provide more information to the reader on the writer’s stance. Finally, conclusion reiterates all the main ideas and shows how the introduction and the body paragraphs relate to the main topic of the essay. For a more detailed explanation of an essay structure, please see  this article. Why Is a  Critical Essay Called Critical? The critical essay has received its name because it requires its author to apply and demonstrate critical analysis while writing on a given topic. Critical analysis means that the author  needs not only to make a claim, but also to back it up with a judgment from a reputable source or, better, scientific research. Putting it differently, the essay is not a highlighting criticism, but rather emphasizing critical thinking and critical analysis in the paper. Educational Purpose Critical essay writing is one of the important prerequisites for writing research papers. These two kinds of assignments are highly similar because both require research and preparation. Both of them need to be objective and back up all claims with arguments from reliable sources. Furthermore, research papers require that a theory should be analyzed from all aspects, including strengths and weaknesses (which is exactly the purpose of the critical essay). Therefore critical essay writing can be viewed as ‘training grounds’ for writing bigger project like research papers and dissertations. CRITICAL LENS ESSAY The most critical differences in them are scope and sphere. Most typically, critical essays consist of 5 paragraphs, while a typical research paper often gets over 2 pages in length (10+ paragraphs). Another aspect to consider is that a critical essay is generally written on subjects like art, music, literature, while a research paper is written on a ‘hard-core’ research subject and requires a scholastic approach to writing, including language and formatting. Critical Essay vs. Argumentative Essay Both critical and argumentative essays are all about finding arguments to support a claim. Both of them take the basic essay format and structure. Both of them are objective and require linking to reputable sources to look more convincing. The core difference  between these essay types  is that they have difference objectives: the critical essay is expected to expose strengths and weaknesses of a paper, while the argumentative essay is meant to convince the opposition. Their core differences stem from their different purposes: critical essay highlights both sides of a problem (philosophically speaking, it uses the dialectic analysis), as it is meant to reveal the subject in its complexity; while the argumentative essay is looking for just ‘positive’ arguments, i.e. those that are meant to persuade the opposition. The Structure of the Critical Essay A well-formatted critical essay will succinctly state its thesis and then provide support for that thesis in a logical manner. It may be conceived of as a formal argument, with the conclusion stated early on in the paper as a thesis, and the evidence and logic that support the claim following the thesis. While the thesis and support are the two main components, the structure can be further broken down into five sections. In order, they are the following: an introduction a thesis a summary of relevant parts of the text being studied an argument that uses the text and supports the thesis a conclusion The purpose of the  introduction  is to immediately introduce the subject at hand. The introduction should be succinct and state only the necessary information: the text or work being studied the author or creator of the text or work in question the main idea All of this can often be stated in just one to three sentences, which provides room for including the thesis as the last sentence of the introduction. (The final sentence of the introduction is usually where the thesis is placed in any literary essay.) In just one sentence, a thesis should both define the scope of a paper and make an arguable claim. Following the thesis, its often wise to include a brief summary of the relevant parts of the text. The purpose of this summary is not to restate the text in a shorter form. Only pertinent passages or features should be included in this summary, as the primary aim of this section is to provide the evidence that will be used to form the argument in the rest of the critical essay. The argument will form the largest portion of the critical analysis, comprising at least several paragraphs. In longer papers, the argument will take up several pages, possibly even several chapters. Because a critical analysis is an objective study, the logical flow of the paper is of the utmost importance. To help readers of the essay follow the  argument, each paragraph should make a specific pointand only one pointthat advances the argument. Most paragraphs should start with a topic sentence and then have several sentences that support the topic sentence. In order to avoid extraneous details from clouding the logical flow, any paragraphs that do not directly support the thesis of the paper should be eliminated. Once the argument has been made, the paper should close with a brief  conclusion. There are several approaches to writing a conclusion. It may summarize the main points, explain how the thesis affects the reader, call the reader to an action or present a new question that the essay raises. Language and Tone Critical analysis essay requires the author to remain impartial and objective in the paper. The reader is not expected to see any of the personal beliefs of the author; if the author wants to make a claim, he or she is expected to make a reference to a reputable source. With the tone of the critical essay being objective, the use of first person pronouns (I, we, you etc) is discouraged, if not prohibited. Objective nature and tone of the critical essay can change depending on the audience (depending on the case, it can get lighter or even humorous). While writing a critical essay, it is best to use the claims and evidence approach. The author should be specific about the points that are being made about a novel, play, poem or essay. Again, all claims need to be backed up with facts that your audience finds credible and appropriate. Writing Always refer to the original requirements. If they have not been explicated, ask your instructor to provide more details on them. Make sure you fully understand the purpose of this assignment and the set requirements. It’s always a better idea to ask questions before starting the actual writing. This part is critical to the overall project success, so please do not ignore the initial instructions. This stage is called pre-writing, and can be compared to laying the foundation of a building. If it’s solid, the entire building will be strong and will last forever; if it’s shaky and unstable, it will ruin the entire undertaking. Once everything has been set and confirmed, proceed to the actual writing. Begin with the first draft and start a research in the background. Results of this research will then strengthen your argument and will make your critical essay effective. Once the backbone of your essay has been established, you can work on the wording. Ensure your essay flows and uses the language that is understandable to your target audience. In the end, run a spell checker to get rid of the typos and grammar mistakes. Finally, come back to read your paper again in a little while. If you like the final version and think you have expressed the ideas you were intending to express originally, you are ready to submit your paper! How Are Critical Essays Used Critical essays are widely used outside of the classroom, although they go by other names. Theyre used in all of the following: article and book reviews critiques of political speeches written academic debates literary studies Topic Ideas for Critical Essays Critical essays can examine almost any text, as long as they make an interesting claim about a pattern or problem within the text. Here are a few  examples of fruitful critical essay topics  from a variety of works: how the politics of a political candidate are expressed in a particular speech how symbolism functions in a book how a fictional characters dialect affects your interpretation of them how the perspective of a book influences the way its told how a particular work conforms to and differs from the standards of its genre what the meaning of a particular feature in a book is These general ideas are just a few ways you may approach your text. As long as your paper makes an arguable claim and supports it with examples from the work youre studying, youll have a good critical essay. – Expert in Critical Essay Writing   can boast extensive experience in critical essay writing. If you lack the research, language or writing skills, our expert writers are able to provide quality service and academic guidance.   If you are looking for some free samples, they are available for download free of charge. To view such an essay, simply go to our homepage and download the required sample from there. The downloaded file will give you a rough idea of  how to write  a critical essay. Alternatively, you can  entrust the writing process to the professionals  of critical essay writing, and the paper will be tailored to meet your needs. To order, contact live support via chat, phone or email or simply  visit our order page  to place your order – and we will be happy to assist you!

Battle of Blenheim in the War of Spanish Succession

Battle of Blenheim in the War of Spanish Succession Battle of Blenheim - Conflict Date: The Battle of Blenheim was fought August 13, 1704, during the War of the Spanish Succession (1701-1714). Commanders Armies: Grand Alliance John Churchill, Duke of MarlboroughPrince Eugà ¨ne of Savoy52,000 men, 60 guns France Bavaria Duc de TallardMaximilian II EmanuelFerdinand de Marsin56,000 men, 90 guns Battle of Blenheim - Background: In 1704, King Louis XIV of France sought to knock the Holy Roman Empire out of the War of Spanish Succession by capturing its capital, Vienna. Eager to keep the Empire in the Grand Alliance (England, Habsburg Empire, Dutch Republic, Portugal, Spain, the Duchy of Savoy), the Duke of Marlborough made plans to intercept the French and Bavarian forces before they could reach Vienna. Executing a brilliant campaign of disinformation and movement, Marlborough was able to shift his army from the Low Countries to the Danube in only five weeks, placing himself between the enemy and the Imperial capital. Reinforced by Prince Eugà ¨ne of Savoy, Marlborough encountered the combined French and Bavarian army of Marshall Tallard along the banks of the Danube near the village of Blenheim. Separated from the Allies by a small stream and marsh known as the Nebel, Tallard arrayed his forces in a four mile-long line from the Danube north towards the hills and woods of the Swabian Jura. Anchoring the line were the villages of Lutzingen (left), Oberglau (center), and Blenheim (right). On the Allied side, Marlborough and Eugà ¨ne had decided to attack Tallard on August 13. Battle of Blenheim - Marlborough Attacks: Assigning Prince Eugà ¨ne to take Lutzingen, Marlborough ordered Lord John Cutts to attack Blenheim at 1:00 PM. Cutts repeatedly assaulted the village, but was unable to secure it. Though the attacks were not successful, they caused the French commander, Clà ©rambault, to panic and order the reserves into the village. This mistake robbed Tallard of his reserve force and negated the slight numerical advantage he possessed over Marlborough. Seeing this error, Marlborough altered his orders to Cutts, instructing him to simply contain the French in the village. At the opposite end of the line, Prince Eugà ¨ne was having little success against the Bavarian forces defending Lutzingen, despite having launched multiple assaults. With Tallards forces pinned down on the flanks, Marlborough pushed forward an attack on the French center. After heavy initial fighting, Marlborough was able to defeat Tallards cavalry and routed the remaining French infantry. With no reserves, Tallards line broke and his troops began fleeing towards Hà ¶chstdt. They were joined in their flight by the Bavarians from Lutzingen. Trapped in Blenheim, Clà ©rambaults men continued the fight until 9:00 PM when over 10,000 of them surrendered. As the French fled southwest, a group of Hessian troops managed to capture Marshall Tallard, who was to spend the next seven years in captivity in England. Battle of Blenheim - Aftermath Impact: In the fighting at Blenheim, the Allies lost 4,542 killed and 7,942 wounded, while the French and Bavarians suffered approximately 20,000 killed and wounded as well as 14,190 captured. The Duke of Marlboroughs victory at Blenheim ended the French threat to Vienna and removed the aura of invincibility that surrounded the armies of Louis XIV. The battle was a turning point in the War of Spanish Succession, ultimately leading to the Grand Alliances victory and an end of French hegemony over Europe.

Is there a role for Trade Unions in the new employee relations Essay

Is there a role for Trade Unions in the new employee relations - Essay Example Current paper focuses on the examination of the role of trade unions in the new employee relations developed in businesses across Britain. The studies published on the above issue will be critically analysed; the studies will be identified using the following two criteria: a) studies published in Britain will be preferred by those published in other countries and b) recent studies - of the last 3 years - will be preferred - aiming to represent the actual interaction between the trade unions and new employee relations in firms across Britain. It is proved that the value of trade unions in supporting the rights of employees in Britain is quite high; however, in certain cases trade unions in Britain fail to respond to their role-mistakes in their strategies and their management style seem to be the main reason for this failure. On the other hand, the support of the state towards the unions has been limited - a fact that led to the further limitation of the importance of trade unions in representing employees in Britain. ... In fact, these unions have helped towards the improvement of the terms of employment in Britain - even under difficult political and social conditions. The development of trade unions in Britain has been extensively examined in the literature. Different approaches have been used in order to evaluate the role of trade unions in the specific country; all these approaches seem to have a common point of reference: the importance of trade unions for the improvement of employment in Britain is not doubted; however, it is assumed that the policies used by trade unions should be updated in order to meet the needs of current employee relations. 2.1 History of trade unions The history of trade unions is an issue that is often given less attention than required. In fact, most commonly, trade unions are related with their role - as intervening bodies in the resolution of employment disputes; the specific view is supported by Howell (2007, 5) who notes that 'trade unions often appear to exist only in order to solve collective action problems for employers having little independence existence or history'. Through a different approach is stated by Upchurch et al. (2009, 26) that 'trade unions in Britain have been less integrated into the post war body politik than in more corporatist countries like Germany'. The above view focuses on the relationship between trade unions and politics rather than on the importance of the history for the evaluation of the role of trade unions in British employment relations - like in the study of Howell (2007) mentioned above. In their first appearance trade unions were considered to be in opposition with law; for this reason, the participation of a person into these unions was punished. In accordance with the Combination Acts

The University's Code of Conduct Lab Report Example | Topics and Well Written Essays - 1750 words

The University's Code of Conduct - Lab Report Example But CQU guarantees the environment that is free from bullied, unlawful discrimination or sexually harassment. Supervisors are not only responsible for this code of conduct but staff members are also responsible to maintain an environment free from bullied, unlawful discrimination or sexually harassment. To avoid harassment and unlawful discrimination in the institution, supervisor is aware of workplace culture, staff attitude, rate of absenteeism of the staff and staff turnover. Staff members have right to make a complaint if they are suffering from workplace harassment, sexual harassment and unlawful discrimination. There are different options for the resolution of complaints, such as: (i) Expressing mistakes, responsible for workplace harassment, to a person who is conducting them (ii) Making complaint to the relevant person who is dealing with lodging of formal complaints (iii) Seeking advice from cultural director (iv) Getting fruitful advice from Employee Assistance Program (EAP ) (v) Bringing the issue in the notice of Anti-discrimination Commission or Human Rights Commission. Ethically it is required that the issue of harassment or unlawful discrimination is kept confidential and the issue should be resolved at best lowest possible level to win the trust of the staff members. The purpose of the avoiding such type of harassment and discrimination, which is an undesirable situation, is that to provide employees an opportunity to work in safe and respectable environment, that is free from bullying, sexual harassment, and any kind of discrimination. University Staff members, Visitors, Council members and Contractors head this policy. The policy does not cover the grievances related to the classification level, workload and condition of employment. It is necessary that resolution must be addressed in accordance with the resolution mechanism. Two major parties are involved in this procedure: first is the complainant; who identifies the staff member who witnesse d the bullying, sexual harassment, or unlawful discrimination. The other party is respondent; is a person whom complaint has been made regarding bullying, sexual harassment, or unlawful discrimination. Responsibility for implementation puts on Vice Chancellor, President and Immediate Boss to comply with the policy and no to tolerate any unacceptable behavior in the institution. The policy implementation is monitored by the people and cultural director of the institution. Complaint Resolution Overview CQ University ensures the working environment that is free from bullying, sexual harassment, or unlawful discrimination and Central Queensland University Enterprise Agreement (2009) ensures solid procedure that will not tolerate these behaviors that cause this situation. To resolve the harassment and discrimination, university uses different procedures that will be discussed later on. Complaint Resolution Procedures One-on-One Resolution In the first instance, complainant may seek to ad dress the issue to the respondent if he/she feels comfortable and safe for doing so. Otherwise complainant may seek assistance from the supervisor or cultural director who deals with this procedure. The issue can be resolved by apologizing, providing training or counseling or stopping the alleged behavior. Other way is to seek policy advice, support or guidance on how to address the is

Macbeth vs Hamlet Essay Example for Free

Macbeth vs Hamlet Essay Both Hamlet and Macbeth (the plays) are considered tragedies and both main characters are considered tragic heroes so you might begin there with your comparison. One of Hamlets problems in the play is that he takes a long time to seek the revenge he promised his fathers ghost that he would seek. He tends to overthink matters. Macbeth, on the other hand, tends to act very quickly and rashly. Hamlet is a generally likeable character and dies a heroic death having finally fulfilled the promise to his fathers ghost. Macbeth however, dies a far less noble death as he is considered a murderous tyrant by the end of the play. I suggest that you follow the links below for further help. One way of looking at it is through the lens of honor. Both Macbeth and Hamlet fight and ultimately are killed, but only one is honorable Hamlet. While Macbeth kills many people in pursuit of becoming King, Hamlet delays killing his Uncle because of philosophical concerns and doubts about what is the right thing to do and how to do it. Hamlet finally is able to avenge his fathers death, but dies honorably in the process. In contrast, Macbeth also dies, and although he does die in battle on the battlefield it can not be called an honorable death as he has caused the deaths of so many other people purely for his own potential benefit. One thing they have in common is that their journeys, both of which end in blood and death, start with something mystical Hamlet with the ghost of his father, and Macbeth with the witches. There are so many ways to contrast the characters! Both Hamlet and Macbeth have characters who appear to have a mental breakdown. However, Hamlet is acting the part to deceive Claudius, while Macbeth has truly gone mad in his lust for power. Macbeth and Hamlet are different in many of their characteristics as people. Macbeth is very war orriented and wants to rule everything that he touches while Hamlet is very calm, artistic and sensitive (you can see this by the way he handles his fathers death and by the way he handles his emotions). You could say that Macbeth and Hamlet are on opposite ends of the good/evil spectrum. Hamlet is very much on the good side as he is trying to make right what his uncle has spoiled and unveil the wrongdoing he has done. Macbeth on the other hand is the one who has done the wrongdoing and is trying to remain in power as king while McDuff is trying to put it right. Neither of them are able to survive at the end of the play. Hamlet and Macbeth are both murdered because they are trying to, in their minds, put the right king on the thrown. Macbeth and Hamlet are similar in their halucinations. Both see the ghost of a dead king that brings on important plot movement. Hamlet sees his father who was killed by his uncle and Macbeth sees the king whom he/Lady Macbeth killed. Thesis: Shakespeare used the same definition of tragedy when he wrote Macbeth, and when he wrote Hamlet; Shakespearean tragedies use supernatural incidents to intrigue the readers interest, and his plays consist of a hero that has a tragic flaw (sometimes the want for the supernatural) which causes him to make a fatal mistake.

Hopeful Hell: The Search for Hope in a Post-Apocalyptic World Essay

Death and destruction are the epitome of a doomed world. Everything is destroyed and murders march the streets at night. Hell on earth is a gentle description. Cormac McCarthy's speculation of the end of the world, however, ensures that evil is not victorious. The biblical allusions Cormac McCarthy addresses in The Road illuminate a sense of hope in a bleak, empty world. Despite a grim first impression, the repetitive imagery of ash represents hope according to symbolism found in the Bible. Ash becomes a natural setting, described throughout the whole book, with a seemingly melancholy mood. McCarthy introduces ash within the first pages: â€Å"Everything paling away into the murk. The soft ash blowing in loose swirls over the blacktop† (McCarthy 4). Normally, the connotations of ash create a dark gloomy atmosphere. McCarthy's intentional diction in this passage, however, create an opposing mood. The phrases â€Å"soft ash† and â€Å"loose swirls† create a relaxed image, allowing the ash to be interpreted in a hopeful manner. This hopefulness is enforced by the symbolism of ash in the Bible. After Adam and Eve committed the first sin, God warns them of his power, â€Å"For dust you are and to dust you will return† (Genesis 3:19). First of all, this verse exemplifies the great power of God. He created the complex human bod y out of mere dust. In relation to The Road, the ash represents the presence of a great power. This brings hope to the father and the son, knowing that the ability to create something out of the ash exists. Similarly, the concept of fire found throughout the novel, although serving as a representation of destruction, sheds light on the underlying theme of hope. We are led to believe, through various descriptions, that the world w... ...† describes the world as a puzzle to be solved. The answer is not easily deciphered, but rather is a learning experience. Secondly, the â€Å"thing which could not be put back† is the customs of the old world. The images of the old world and their meanings fade away, as the world fades away itself (Schaub). These things cannot â€Å"be made right again†. The meaning of the world is not gone. It just changed (Kunsa). The world is left with a â€Å"hum of mystery†, a place full of possibility and potential. This last paragraph brings hope to the future, and promises for a better world. Through many biblical allusions, the father and the son experience the affects of hope. Despite the destroyed world, they come together to survive the post apocalyptic world. The â€Å"good guys† bring hope for the future and for the defeat of evil. Promise and prospect will guide the new, hopeful world.

Frequently asked questions

We review ND make recommendations to you if you bring your resume in to ensure your resume reflects your skills and abilities. We provide you websites for recruitment of federal, non-federal and contract positions and walk you through the process when you come in for one-on-one counseling by appointment. We also give you our inappropriate funds applications packet and provide guidance on how to submit and apply for NAP positions. In addition, we offer quarterly Job Search Workshops that bring you In contact with employers who have Job openings.We teach a quarterly Resume Writing Workshop that assists you In creating your resume and vomiting your resume Into the federal databases (COOP, JACOBS, and DEAF). Question: Who do I call to get information about activities available on and off post? Answer: Army Community Service has an information line, 531-1941 , that is answered Monday – Friday, from 8 a. M. -4:30 p. M. The intake specialist has information about on-post and offset a ctivities and resource agencies. ACS has a website on the CRT and Fort Polk Home Page, http://WV. CRT-Polk. Army. Mil/ACS/index. Tm, which includes the ACS Monthly Calendar, program information, and the Community Action Council slides with on-post and off-post activities. The CRT and Fort Polk Home Page has a link to community events: http://YMMV. Crackpot. Army. Ml/Calendar/ FEB.._MAR_2011 . PDF. ACS has Information on the Morale, Welfare and Recreation web site and an ACS link from the MR.. Site. Question: Why are there so few items for sale in the (Golf Course) Pro Shop? Answer: With a customer's ability to purchase items online and the smaller facility, management has decided to carry essential items at a very low cost.Pro Shop staff has the ability to order whatever a patron would like or needs and generally have it o them within 72 hours. Question: Why have there only been country-western singers for the large post events? Answer: All performers are evaluated to ensure the per formance venue Is conducive to Family type entertainment and availability. Price Is also a major factor. Question: How do I register my children for Child, Youth and School Services? Answer: Parents wishing to register their children with Child, Youth and School Service can Youth & School (SYS) Services/Parent Central Services link.You will find all the forms that you will need to register your child, as well as additional information that will be deed when you come in to complete the registration. Call 337-531-1955 to make an appointment. If you were previously enrolled in an Army SYS Services program, you can have your information transferred to our office by calling the previous SYS Services or speaking with our administrative staff. They can assist you in having this information transferred. The Army Family Covenant pledge will cover all registration fee costs.There is no monetary cost to register your children. Your time and information is the only thing needed to get your chil d registered with SYS Services. Question: My child is registered for SYS Services; what programs are available? Answer: By visiting the website you can get up-to-day information on programs offered, as well as enroll your child in the programs. By clicking on the WEBSTER button you can register your child for programs offered and make any necessary payments. This is a huge timeserver as it is available 24 hours† days a week.Once you have registered, the Parent Central Services admit will get the information, complete the process or contact you for additional information needed. Within 24 to 48 hours you will receive confirmation that the process has been completed. If information is entered during a federal holiday, post closure, or weekend it may take a little longer. Question: How do I conduct a home-based business on post? Answer: Fort Polk Soldiers or Family members wanting to conduct business ventures on Fort Polk or in military Family housing must obtain a solicitor's pe rmit from the Directorate of Family Morale, Welfare and Recreation.The process entails completing an application to solicit. The application will indicate the product to be sold and the process for soliciting on Fort Polk. The application must be notarized prior to benison and must receive concurrence from Picture Military Housing (obtained by DEFORM). For information regarding home-based businesses call 337-531-7421. Question: How do I find out about the NAP sale? Answer: Individuals interested in participating in a NAP sale must register to view the property up for bid. Once registered, they are allowed to view the property and place a bid.Bids are opened at the end of auction and the highest bidder wins. The winner will pay for and pick up the property purchased. Property not picked up or declined by the winner will go to the next highest bidder. All NAP sales are publicized in the coal papers, all users email, and the Guardian. For information, call 337-531-8765. Question: What is happening with the open classroom concept at South Polk Elementary? Answer: The open classrooms at South Polk Elementary are expected to be renovated to enclose classrooms beginning in the fall 2011.Question: How are the hours of operation at the access control points determined? Answer: By reviewing the Directorate of Emergency Service's annual traffic study, it was determined the traffic flow at all Caps decreased dramatically, but it is no longer cost effective to keep Caps 2, 5 and 6 open 24 hours. Closing these Caps also allowed the redistribution of security personnel to our peak traffic hours in the morning and points? Answer: CAP 1 (main gate at Louisiana Eve. ): Open 24 hours per day, seven days a week; CAP 2 (University Parkway, La. Why 467 North): Open from 5 a. . -9 p. M. Seven days a week; CAP 3 (Mill Creek Road adjacent to the Ammunition Supply Point): Closed; CAP 4 (Entrance Road and La. Why 10): 5 a. M. -6 p. M. Seven days per week; CAP 5 (La. Why 457 South and La . Why 10): 5 a. M. -9 p. M. , seven days per week; CAP 6 (Chaffed Road, adjacent to North Fort housing): 5 a. M. 9 p. M. Seven days per week; CAP 7 (K Avenue and Alligator Lake): Open 24 hours per day, seven days per week); CAP 8 (Artillery Road and K Avenue into box – rotational traffic only, open 24 hours a day, seven days per week during rotations.Question: What can be done about the congestion at the access control points? Answer: Personnel entering Fort Polk make it a habit of entering the installation at the same time each morning. You would be surprised at what a difference 15 minutes will make. Try varying your access times and make sure that you have all the required information and avoid commonly used access points, like the main gate. Question: How is my billing for electricity calculated?Answer: The manner in which the billing for the electric utility is devised, in accordance with the Department of Defense Go Army Green program, is that all like homes are placed into groupings and an average is calculated each month for each grouping based on the average consumption of the fully occupied homes in each grouping. The groupings are defined by three factors: the size of home in square feet, age of home by the date it was built, and type of home such as a townhouse. All of the homes in these groupings contribute to the floating average each month.The looting average is determined by the amount of electricity each home uses in the grouping. The top and bottom 10% of homes in each group are eliminated, as are homes that are not rented for the full month. Once this average is figured for each of the 48 groupings of homes, a 10% buffer is added above the baseline to offset any anomalies that may occur. Once this floating average is determined a family that is above the 10% adjusted baseline by $15. 00 will receive a bill for the difference between the adjusted baseline and their actual consumption.Inversely any family that falls below the adjusted b aseline by $15. 0 will receive a refund check for the difference between the adjusted baseline and their actual consumption. No bill or refund will be sent to a family until they exceed a fifteen dollar trigger and any balance less than fifteen dollars will be tracked until the account is closed or the amount exceeds the fifteen dollar trigger. Question: Is Fort Polk the only military installation with the Resident Responsibility Program? How did the program originate?Answer: Across the Department of Defense, energy conservation programs are underway with a goal to reduce our overall energy consumption in the United States y 20%. Picture Military Housing has looked at every aspect of this Congressionally- mandated, Department of Defense Utility Conservation Program and the way it's managed at Fort Polk. This is not a program in which all current homes would be required to be updated into energy efficient homes. The basis of the program is to family housing. Question: How is the wait list for housing derived? Answer: Picture Military Housings published wait times are estimated.They can vary week to week depending on the availability and need for these homes by both incoming families and families who have outgrown their current home. Question: Can the Garrison provide a shuttle service to the airport? Answer: A shuttle service for airport support would be limited to official use travel and have to fall within the funding capabilities of the garrison. Military can present taxi drivers with a copy of their orders (to/from Alexandria Airport) and pay no charge. Travel to and from the airport for civilians travel on orders is an authorized expense that is claimed with their travel voucher.

Exam Guide Ling

LING 160 Guidelines for Exam 2 Exam Date, Time, and Room # Exam 2 is on Thursday, March 28, 2012, room #3310, at 2:30 p. m. It will be about one hour long. Exam Format Mostly multiple-choice questions and a few open-ended, short-answer questions, like exam 1. We’ll have between 45 and 50 questions total. Unless stated otherwise, provide short, bullet-like, answers to the open-ended questions including only the relevant information and skipping unnecessary parts. For example, do not write â€Å"I believe that one of the most important factors for XXX is†¦Ã¢â‚¬ ; just provide the most important factor(s), and do not exceed the space provided.If you have one line for an answer, do not write more than that. There will be deductions for lengthy answers. What to Bring Your SFU student ID, a pencil and an eraser for the Scantron Sheet, and a non-erasable blue or black pen for the open-ended questions. General Guidelines ? Practice doing the exercises in the text. Answers for m ost of them can be found at the end of each chapter. ? Though exam 2 will mostly cover the material discussed after exam 1, exam 2 will be cumulative. It will cover everything up to and including week 9, i. . , Chapters 1-10 from the textbook, including Ch. 10 â€Å"Style, Context and Register†, and the accompanying articles from the Reading List. ? Focus on main ideas and key examples supporting them. ? You do not have to memorize every single example in the textbook chapters and articles from every language. However, you do have to know the definitions of major terms, their application, and be able to provide examples illustrating the terms discussed in the texts and in the lectures. 1 LING 160/Dr.Ivelina Tchizmarova March 14, 2013 What will the Exam Cover? Textbook: It will cover Ch. 1-10, including Ch. 10 from the textbook. Articles: It will also cover the articles from the reading list up until and including week 9’s readings on Style, Context, and Register (see t he Reading List). Focus particularly on the following six articles and book chapters; there may be open-ended questions on them, so read them carefully, and be prepared to come up with your own answers: 1. De Wolf, Gaelan Dodds. 990. Social and Regional Differences in Grammatical Usage in Canadian English: Ottawa and Vancouver. American Speech. 65. 1:3-32. 2. Clarke, Sandra. 2006. Nooz or Nyooz? : The Complex Construction of Canadian Identity. The Canadian Journal of Linguistics. 51. 2/3:225-246. 3. Hoffman, Michol and James Walker. 2010. Ethnolects and the City: Ethnic Orientation and Linguistic Variation in Toronto English. Language Variation and Change. 22:37-67. 4. Clarke, Sandra and Philip Hiscock. 2009.Hip-hop in a Post-insular Community: Hybridity, Local Language, and Authenticity in an Online Newfoundland Rap Group. Journal of English Linguistics. 37. 3:241-261. 5. Battarbee, Keith. 2010. Shifts in the Language of Law: Reading the Registers of Official Language Statutes. Tex t and Talk. 30. 6:637-655. There may be multiple-choice questions on all of the remaining articles from the reading list for weeks 1-9 (not just the articles after exam 1); they will be based on main ideas and key supporting examples. ? Below is a sample list of topics to review for exam 2.For each topic: (1) be able to provide definitions of the sociolinguistic terms; (2) illustrate them with specific examples from different parts of the world; (3) relate the term specifically to Canada based on the articles in the reading list and the group presentations; (4) when terms are given in pairs (or groups), you need to be able to tell how they are similar and how they are different from each other. ? For a more detailed list of topics, see the main text’s table of contents on pp. ix-xii. 2 LING 160/Dr. Ivelina Tchizmarova March 14, 2013Sample List of Topics to Review Please note that this is not an exhaustive list, and the questions on the actual exam may differ from these in con tent and format. 1. Regional and Social Dialects. 2. National and Official Languages. 3. Vernacular and Standard Varieties. 4. Language loss, language death, and language revival. 5. Gender-exclusive and gender-preferential language. 6. Age-graded features of language. 7. Ethnicity and language. 8. Social networks. 9. Language Variation and Language Change. 10. Style, context, and register.Other Reminders: 1. Be on time. If you are late, you will not be given extra time to complete the exam. 2. Write legibly. If your answer is illegible, we’ll mark it as wrong. 3. Please remember that there are no makeup exams in this course. If you are sick and can’t write the test, inform me by email. Make sure you see a doctor and obtain a doctor’s note for that day. The only medical form I accept is the Health Care Provider Statement from the SFU website below. If you need it, print it out, and have your doctor complete it: http://students. sfu. a/content/dam/sfu/students/pd f/healthcare-statement-general. pdf 4. Please do not email me questions about the exam. Ask your questions in class, so everyone can have the chance to contribute to and hear the answer. 5. Answers to exam questions will not be posted on webct or distributed to students. However, we’ll discuss the answers to exam 2 in class a week after the exam, so if you would like to hear them, you need to attend the lecture. Remember also to bring your instructions with you, so you can check your answers. 3 LING 160/Dr. Ivelina Tchizmarova March 14, 2013

Cancer In Malaysia

Cancer In Malaysia 30% of all cancers in the world, such as lung, nose, mouth, throat and bladder cancer and even brain damage is caused by Smoking!!!Smoking is hazardous. However, still many people get hook on it and the number is increasing. Once you get addicted, it will be hard to get rid of it. People are aware of the consequences yet there are so many lables of cigarettes available in the market. Some smokers believe that smoking help to relieve stress and pressure. The fact is that it is destroying our health.Cigarettes or cigars mostly made from tobacco are leaves, contained tar and nicotine, which will slowly attack our organs. Smoking cause 30% of all cancers in the world, such as lung, nose, mouth, throat and bladder cancer and even brain damage. An innocent second hand smoker, for example, a pregnant wife, inhale smokes when the husband is smoking, it will increase the risk to diseases and affect the baby in the womb which will may even be fatal.Smoking Kills-hyOther than that, a smoker wil l have yellowish teeth and bad breadth. Our health will slowly go downstream.In Malaysia, the typical smoker spend about RM 700 a year on cigarettes, where by it can be used for other purposes, such as saving. A lower income man might not be able to afford to spend this extra expenditure. It will be worst if ha has been diagnosed to have one of the illness caused by smoking, more money would be needed for medical expenses. Also, it will be a bad example to smoke in front of the children too.Everyday there are people who are dying of smoking. At the same time, there are people who are taking up this habit. Though, the government has included the awareness in...

4 Simple Brainstorming Techniques To Help Write Killer Content

4 Simple Brainstorming Techniques To Help Write Killer Content Brainstorming is supposed to be about harnessing the power of thinking outside the box to solve that  impossible problem.  Its the magic that helps you find amazing, unique ideas. Its not magic,  of course, but when youre desperate- possibly with writers block- magic sounds good. Brainstorming techniques are what you turn to  when youre stuck and dont know what to do next. They can be  great tools because anyone- group or single person- can use them. 4 Simple #Brainstorming Techniques That Will Help You Write Killer #Content via @JulieNeidlinger4 Reasons You Should  Brainstorm If You Want To  Become A Better Writer But why go through the hassle of  using brainstorming techniques at all? There are generally four reasons that people turn to brainstorming: You need ideas. You have a problem to solve. You are looking to improve creative thinking. You want your team to work together better. The first two reasons get the lions share of the attention, but the last two, which lean toward extra-curricular exercises, are just as important. If you want to be ready during go-time for the first two, youd better take a few practice swings at it using the last two. Whether its just you or youre a part of a team, make brainstorming and creative challenges a regular habit. Brainstorming as a group. First, a caveat. Its no secret that Im wary of group brainstorming. That particular method of getting ideas has become a  standard solution for teams trying to solve problems. While it can sometimes create more problems than it solves by encouraging social loafing and rewarding some personalities over others, there are times when your team has to get together and come up with ideas. Brainstorming techniques  are also good for helping teams learn to work together. Brainstorming on your own. Brainstorming isnt reserved for groups of people, though thats how most of us think of it. There are times when youre on your own and need to generate ideas and solve problems all the same. As an artist and writer with deadlines, Im most familiar with brainstorming on my own.  In fact, I did a little solo brainstorming recently, for this very topic. While trying to come up with an idea for my own  blog post, I realized that it might be helpful to readers if I told them how I came up with ideas and got  past creative blocks in my own work- 14 ideas in all. As I looked through those 14 brainstorming techniques, I began to see three basic approaches to brainstorming that I thought would be useful to you. When you come to a roadblock, take a detour. - Mary Kay Ash 4 Brainstorming Techniques That Will Help You Write Creative Content Brainstorming techniques can take a few basic approaches. Once you understand how they work, you can mix and match them for the best results. 1. Use associative brainstorming techniques to get unstuck. Association is a powerful way to get past typical thinking, and to get out of a rut. We generally come up with ideas that are obvious at first, and associative brainstorming is a good way to artificially force yourself past that point instead of hours of work. Its a kind of shortcut that taps into the subconscious, the associations you already know but dont allow yourself to think. Associative brainstorming works best for copy writers, creativity exercises, or when youre stuck in a creative project and dont know what content to create next. This  can also be fun during your regular team building exercises. Word storm. A word storm is where you write down the words that come to mind when you see another word. You might start with a word or two based on your project, and begin writing down any word that comes to mind. These words are then grouped together according to how they are related to each other. Youll quickly create words that are associated or related, according to categories. There is a Word Storm website that can help you get started with word storm techniques. Word association. Word associations are the same as a word storm, except that you dont group according to how the words are related to each other. It works better as a technique to get creativity flowing when you dont want to bother with over-thinking how words are related. Start with a word or two, and write down the first words that come to mind. Dont over-think the process; you should be surprised at the words that pop into your head, particularly as you get warmed up. The goal is to find those hidden words that people associate with a topic that you dont immediately think of. Mind mapping. Using a mind map is a way to visually organize data and information.  Mind mapping has proven popular, particularly if you are better able to understand data visually instead of as lists or outlines. Organized around a central idea, a mind map works like the branch of a tree. Ideas and then sub ideas that are associated with the main idea branch off from the central idea. Word banks. Word banks are collections of words based on the kind of word you need based on a specific topic or theme. This kind of brainstorming technique works well for copywriters who want to find a variety of words that suit a specific project without repeating themselves. You can also use it to build a bank of words to keep on hand when writing your headlines. This is an example of power words we pulled together in a word bank to help you write more emotional headlines. Using a word storm might be one way to start a collection of words for your word bank, though the two techniques are not the same. Visual association. While visual associations aren't a typical tool for content marketers, they can be useful  both in planning beforehand as well as after visual content has been created. Using visual association after a project is completed would make sure that what you've created doesn't raise negative associations in your audience. It is best done by people who weren't on the team so that their associations are honest and not tainted by being too familiar with the project. Visual association is much like word association. Think of a Rorschach test, in which you jot down whatever words or thoughts come to mind when you see an image. The control for this method is what images you will use. I actually have a book where I collect images from magazines and other sources. You might do the same, or use a different image source. Need #brainstorming inspiration? Try word storms, word associations, mind mapping, or word banks.2. Use measurable brainstorming to choose the best solution. In some situations, you need to make decisions that are based on more than random associations. This is where problem solving brainstorming steps in, when you need something concrete. Pros and cons. You probably already use an on-the-fly method of pros and cons to make decisions in life. Writing down pros and cons in a structured manner with a few rules can make this a powerful tool. Write down what you are trying to choose between. Then, list the pros and cons to tally up a total. The option with the most pros is the route to go. You have to be careful to not cheat, though, and purposefully stack the list the way you want it to go. Let's look at an example of cheating. Say that Jim, Todd, and Erica make up Team B.  Cheating would look like this: Con: Team A will be upset. Pro: Jim will be happy. Pro: Todd will be happy. Pro: Erica will be happy. Three pros, one con, the pros have it! Pros and cons help you cut through the gray area where you either aren't sure what to do, or don't want to admit what you know you should do. When done right, the numbers are convincing. Pros and cons (weighted). There are times when some pros and cons outweigh others. In this case, you would need to weight the list because each item is not equally important. To do this, you'd need to start by listing your top goals, the things most important to you. Instead of each list item being counted as one, the more important items in your list of goals would have a higher weight. Pros and cons seem simple, but we have a tendency to cheat. Often, there is a decision we want to be the right one and we try to validate it by loading the pros and cons either way. When pros and cons just don't work, try weighted measurable #brainstorming.3. Take a new view to gain an entirely new perspective. While associative brainstorming helps you find entirely new paths, and measurable brainstorming gives you confidence to make decisions, finding a new view works when you're on the right track but just not able to nail it down. It's that feeling of being so close, but not quite there. Ask, "What if..." By simply asking, "What if?", you can turn everything on its head. Many fiction writers advocate asking yourself "what if" not only when you're stuck, but even when the writing is going well. Wondering what might happen if something changed, and using your brainstorming prowess to run with it, is a good way to get a different view on the project or problem. Think prepositionally. My 7th grade English teacher did me a great service when she helped us understand prepositional phrases by visualizing a box. Prepositional phrases generally tell where something was, and so she said that any time you saw a phrase in a sentence that could be used in relation to a box, you probably were dealing with a prepositional phrase. For example: in the box, under the box, over the box, beside the box, and so on. When it comes to brainstorming, it's not about writing prepositional phrases, but it's about imagining the problem or project you are working on to be like that box. What if you took a swing at it from the other side? From under it? From ahead of it? Now you start challenging yourself to think of something from a different perspective, from a different time (past or present) and all sorts of directions. Ask questions. Oddly, most of us, particularly when working in teams, have the answers we're looking for (or close to it). We feel stuck, though, because we aren't able to sift through all the questions and the rest of the creative noise and pare down to that answer we wanted. By whittling away at what you know and removing the extraneous from the table, you can push aside the curtain and finally see the answer. This is where questions come into play. Write down the questions you have about the project or problem. Then, for each of these questions, start listing the answers quickly. As you begin to answer the initial questions, other questions will come to mind that are associated with the answers you're jotting down. Write down these sub-questions and do the same procedure. In a way, it's like creating an outline that is based on questions.

Juvenile crime prevention Assignment Example | Topics and Well Written Essays - 500 words

Juvenile crime prevention - Assignment Example LifeSkills ® Training is a classroom-based prevention program which is aimed at reducing the consumption of tobacco, alcohol and drugs by young people aged 11-18 (Crime Solutions, 2014). The program is appropriate for both genders. The content of the program meets the demands of white population only. The content of the program has several important aims. It promotes healthy lifestyle, teaches student social and personal skills which can be helpful and provides a good background for social resistance to unhealthy behavior. The program has 5 components which include self-improvement, coping with anxiety, decision-making, social skills training and cognitive components. Stress on these 5 components influences young people complexly. After the program cigarette, alcohol and drug use among students drops. They become aware about the consequences of their actions and can resist peer-pressure which is common in any community (Crime Solutions, 2014). The National Health Promotion Associat es   provides appropriate training for all people who want to participate in this program in their community.   Positive outcomes of the program make it very popular in different educational establishments for youth. These two programs are different in their content, target audience and strategies. LifeSkills ® increases awareness among youth and teaches them t make right choices in their lives. Both programs are proved to be effective in juvenile justice for crime and delinquency prevention (Crime Solutions, 2014).